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Review Article

Talent. 2016; 6(1): 35-43


Critical Reflection on Teacher Training Programs in Korean Gifted and Talented Education

Ho Seong Choe.


Abstract

This study reviewed the kinds of teacher edu-cation programs for the gifted in Korea and its development during the last 10 years and the improvements needed for the future. Central government and local education authorities implemented 261 in-service training courses in 2010. The Gifted and Talented Education Pro-motion Act and its Enforcement regulate the quality of these programs. From 2003 to 2013, universities and various educational institu-tions have developed a variety of teacher train-ing programs including basic, advanced, over-seas, leadership, specialized, and on-demand. Basic program occupied the most (61.3%), then advanced program (12.6%), and the program for administrators the least (8.8%). A total of 21,002 teachers have participated in, at least, one of the in-service training programs. Among them, 13,928 teachers have taken the basic program, 3,506 teachers joined advanced ones, and 1,208 administrators have taken more than one program. There is no formal undergraduate pre-service teacher education program, while most of the pre-service and in-service teacher education programs are offered at the graduate schools. For further develop-ment, more professional development oppor-tunities for undergraduate students, more advanced in-service training courses, training programs in arts, athletics, and leadership; and online training; and a nation-wide professional standards system are needed to be developed.

Key words: Teacher training, Korean gifted education, professional standards






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